An Evaluation of Conditional Manding Using a Four-Component Multiple Schedule.

Autor: Akers JS; 1University of Nebraska Medical Center's Munroe-Meyer Institute's Center for Autism Spectrum Disorders, 985450 Nebraska Medical Center, Omaha, NE 68198 USA.; 2Present Address: Educational Psychology Department, Baylor University, 985450 Nebraska Medical Center, Omaha, NE 68198 USA., Retzlaff BJ; 1University of Nebraska Medical Center's Munroe-Meyer Institute's Center for Autism Spectrum Disorders, 985450 Nebraska Medical Center, Omaha, NE 68198 USA., Fisher WW; 1University of Nebraska Medical Center's Munroe-Meyer Institute's Center for Autism Spectrum Disorders, 985450 Nebraska Medical Center, Omaha, NE 68198 USA., Greer BD; 1University of Nebraska Medical Center's Munroe-Meyer Institute's Center for Autism Spectrum Disorders, 985450 Nebraska Medical Center, Omaha, NE 68198 USA., Kaminski AJ; 1University of Nebraska Medical Center's Munroe-Meyer Institute's Center for Autism Spectrum Disorders, 985450 Nebraska Medical Center, Omaha, NE 68198 USA.; Present Address: Mariposa School, Cary, NC USA., DeSouza AA; 1University of Nebraska Medical Center's Munroe-Meyer Institute's Center for Autism Spectrum Disorders, 985450 Nebraska Medical Center, Omaha, NE 68198 USA.; 4Present Address: College of Education, University of Missouri-St. Louis, St. Louis, MO USA.
Jazyk: angličtina
Zdroj: The Analysis of verbal behavior [Anal Verbal Behav] 2018 Oct 15; Vol. 35 (1), pp. 94-102. Date of Electronic Publication: 2018 Oct 15 (Print Publication: 2019).
DOI: 10.1007/s40616-018-0099-9
Abstrakt: Most verbal behavior curricula for children with autism spectrum disorder (ASD) focus on teaching multiple mands during the early stages of training (e.g., picture exchange communication system; Bondy & Frost, 1994). However, few, if any, of those curricula train children with ASD to differentially mand only for reinforcers that are reasonable for a caregiver to deliver in a given context (e.g., mands to cuddle at bedtime) and to refrain from manding for reinforcers that would be inappropriate to deliver in that context (e.g., mands to play outside at bedtime). In this study, we first taught a boy with ASD two initial mands. Immediately thereafter we brought those mands under the conditional discriminative control of a four-component multiple schedule with (a) S 1 correlated with one reinforcer available (i.e., edibles), (b) S 2 correlated with both reinforcers available (i.e., edibles or drink), (c) S 3 correlated with another reinforcer available (i.e., drink), and (d) S Δ correlated with no reinforcer available. Following treatment, the child displayed conditionally discriminated manding in accordance with each of the four components of the schedule. We discuss these findings relative to the potential benefits of bringing mands under both evocative and discriminative control.
Competing Interests: Conflict of interestAll authors declare they have no conflicts of interest.
(© Association for Behavior Analysis International 2018.)
Databáze: MEDLINE
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